MCS Mississippi College and Career Readiness Standards Vertical Alignment

Anchor K 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade 9th-10th Grade 11th-12th
Standard English I & II Grade
Writing English III & IV

TEXT TYPES and PURPOSES

1 Write arguments to Use a combination of Write opinion pieces Write opinion pieces Write opinion Write opinion pieces Write opinion pieces Write arguments to Write arguments to Write arguments to Write arguments to Write arguments to
support claims in an drawing, dictating, in which they in which they pieces on topics or on topics or texts, on topics or texts, support claims with support claims with support claims with support claims in an support claims in an
analysis of and writing to texts, supporting a
substantive topics or compose opinion introduce the topic or introduce the topic or point of view with supporting a point of supporting a point of clear reasons and clear reasons and clear reasons and analysis of analysis of
texts, using valid pieces in which they name the book they book they are writing reasons.  view with reasons and view with reasons and relevant evidence. relevant evidence. relevant evidence. substantive topics or substantive topics or
reasoning and tell a reader the topic are writing about, about, state an information. information. texts, using valid texts, using valid
relevant and or the name of the state an opinion, opinion, supply a. Introduce the topic a. Introduce claim(s) a. Introduce claim(s), a. Introduce claim(s), reasoning and reasoning and
sufficient evidence. book they are writing
about and state an supply a reason for reasons that support or text they are a. Introduce a topic a. Introduce a topic or and organize the acknowledge acknowledge and relevant and relevant and
opinion or preference the opinion, and the opinion, use writing about, state an or text clearly, state an text clearly, state an reasons and evidence alternate or opposing distinguish the sufficient evidence. sufficient evidence.
about the topic or provide some sense of linking words (e.g., opinion, and create an opinion, and create an opinion, and create an clearly. claims, and organize claim(s) from
book closure. because, and, also) to organizational organizational organizational the reasons and alternate or opposing a. Introduce precise a. Introduce precise,
(e.g., My favorite structure that lists structure in which structure in which b. Support claim(s)
connect opinion and evidence logically. claims, and organize claim(s), distinguish knowledgeable
book is...) reasons. related ideas are ideas are logically with clear reasons and
reasons, and provide the reasons and the claim(s) from claim(s), establish the
a concluding grouped to support grouped to support relevant evidence, b. Support claim(s) evidence logically. alternate or opposing significance of the
statement or section. b. Provide reasons the writer’s purpose. the writer’s purpose. using credible sources with logical reasoning claims, and create an claim(s), distinguish
that support the and demonstrating an and relevant b. Support claim(s) organization that the claim(s) from
opinion. b. Provide reasons b. Provide logically understanding of the evidence, using with logical reasoning establishes clear alternate or opposing
that are supported by ordered reasons that topic or text. accurate, credible and relevant relationships among claims, and create an
c. Use linking words facts and details. are supported by facts sources and evidence, using claim(s), organization that
and phrases (e.g., and details. c. Use words, phrases, demonstrating an accurate, credible counterclaims, logically sequences
because, therefore, c. Link opinion and and clauses to clarify understanding of the sources and reasons, and evidence. claim(s),
since, for example) to reasons using words c. Link opinion and the relationships topic or text. demonstrating an counterclaims,
connect opinion and and phrases (e.g., for reasons using words, among claim(s) and understanding of the b. Develop claim(s) reasons, and evidence.
reasons. instance, in order to, phrases, and clauses reasons. c. Use words, phrases, topic or text. and counterclaims
in addition). (e.g., consequently, and clauses to create fairly, supplying b. Develop claim(s)
d. Provide a specifically). d. Establish and cohesion and clarify c. Use words, phrases, evidence for each and counterclaims
concluding statement d. Provide a maintain a formal the relationships and clauses to create while pointing out the fairly and thoroughly,
or section. concluding statement d. Provide a style. among claim(s), cohesion and clarify strengths and supplying the most
or section related to concluding statement reasons, and evidence. the relationships limitations of both in relevant evidence for
the opinion presented. or section related to e. Provide a among claim(s), a manner that each while pointing
the opinion presented. concluding statement d. Establish and counterclaims, anticipates the out the strengths and
or section that follows maintain a formal reasons, and evidence. audience’s knowledge limitations of both in
from the argument style. level and concerns. a manner that
presented. d. Establish and anticipates the
e. Provide a maintain a formal c. Use words, phrases, audience’s knowledge
concluding statement style. and clauses to link the level, concerns,
or section that follows major sections of the values, and possible
from and supports e. Provide a text, create cohesion, biases.
the argument concluding statement and clarify the
presented. or section that follows relationships between c. Use words, phrases,
from and supports claim(s) and reasons, and clauses as well as
the argument between reasons and varied syntax to link
presented. evidence, and the major sections of
between claim(s) and the text, create
counterclaims. cohesion, and clarify
the relationships
d. Establish and between claim(s) and
maintain a formal reasons, between
style and objective reasons and evidence,
tone while attending and between claim(s)
to the norms and and counterclaims.
conventions of the
discipline in which d. Establish and
they are writing. maintain a formal
style and objective
e. Provide a tone while attending
concluding statement to the norms and
or section that follows conventions of the
from and supports discipline in which
the argument they are writing.
presented.
e. Provide a
concluding statement
or section that follows
from and supports
the argument
presented.

2 Write informative/ Use a combination of Write informative/ Write informative/ Write informative/ Write informative/ Write informative/ Write informative/ Write informative/ Write informative/ Write informative/ Write informative/
explanatory texts to drawing, dictating, explanatory texts in explanatory texts in explanatory texts to explanatory texts to explanatory texts to explanatory texts to explanatory texts to explanatory texts to explanatory texts to explanatory texts to
examine and convey
complex ideas and and writing to which they name a which they introduce examine a topic and examine a topic and examine a topic and examine a topic and examine a topic and examine a topic and examine and convey examine and convey
information clearly compose informative/ topic, supply some a topic, use facts and convey ideas and convey ideas and convey ideas and convey ideas, convey ideas, convey ideas, complex ideas, complex ideas,
and accurately explanatory texts in facts about the topic, definitions to develop information clearly. information clearly. information clearly. concepts, and concepts, and concepts, and concepts, and concepts, and
through the effective which they name and provide some points, and provide a information through information through information through information clearly information clearly
selection,
organization, and what they are writing sense of closure. concluding statement a. Introduce a topic a. Introduce a topic a. Introduce a topic the selection, the selection, the selection, and accurately and accurately
analysis of content. about and supply or section. and group related clearly and group clearly, provide a organization, and organization, and organization, and through the effective through the effective
some information information together; related information in general observation analysis of relevant analysis of relevant analysis of relevant selection, selection,
about the topic. include illustrations paragraphs and and focus, and group content. content. content. organization, and organization, and
. when useful to aiding sections; include related information analysis of content. analysis of content.
comprehension. formatting (e.g., logically; include a. Introduce a topic; a. Introduce a topic a. Introduce a topic
headings), formatting (e.g., organize ideas, clearly, previewing clearly, previewing a. Introduce a topic; a. Introduce a topic;
b. Develop the topic illustrations, and headings), concepts, and what is to follow; what is to follow; organize complex organize complex
with facts, definitions, multimedia when illustrations, and information, using organize ideas, organize ideas, ideas, concepts, and ideas, concepts, and
and details. useful to aiding multimedia when strategies such as concepts, and concepts, and information to make information so that
comprehension. useful to aiding definition, information, using information into important each new element
c. Use linking words comprehension. classification, strategies such as broader categories; connections and builds on that which
and phrases (e.g., also, b. Develop the topic comparison/contrast, definition, include formatting distinctions; include precedes it to create a
another, and, more, with facts, definitions,b. Develop the topic and cause/effect; classification, (e.g., headings), formatting (e.g., unified whole; include
but) to connect ideas concrete details, with facts, definitions, include formatting comparison/contrast, graphics (e.g., charts, headings), graphics formatting (e.g.,
within categories of quotations, or other concrete details, (e.g., headings), and cause/effect; tables), and (e.g., figures, tables), headings), graphics
information. information and quotations, or other graphics (e.g., charts, include formatting multimedia when and multimedia when (e.g., figures, tables),
examples related to information and tables), and (e.g., headings), useful to aiding useful to aiding and multimedia when
d. Provide a the topic. examples related to multimedia when graphics (e.g., charts, comprehension. comprehension. useful to aiding
concluding statement the topic. useful to aiding tables), and comprehension.
or section. c. Link ideas within comprehension. multimedia when b. Develop the topic b. Develop the topic
categories of c. Link ideas within useful to aiding with relevant, well- with well-chosen,
information using and across categories b. Develop the topic comprehension. chosen facts, relevant, and b. Develop the topic
words and phrases of information using with relevant facts, definitions, concrete sufficient facts, thoroughly by
(e.g., another, for words, phrases, and definitions, concrete b. Develop the topic details, quotations, or extended definitions, selecting the most
example, also, clauses (e.g., in details, quotations, or with relevant facts, other information and concrete details, significant and
because). contrast, especially). other information and definitions, concrete examples. quotations, or other relevant facts,
examples. details, quotations, or information and extended definitions,
d. Use precise d. Use precise other information and c. Use appropriate examples appropriate concrete details,
language and domain- language and domain- c. Use appropriate examples. and varied transitions to the audience’s quotations, or other
specific vocabulary to specific vocabulary to transitions to clarify to create cohesion and knowledge of the information and
inform about or inform about or the relationships c. Use appropriate clarify the topic. examples appropriate
explain the topic. explain the topic. among ideas and transitions to create relationships among to the audience’s
concepts. cohesion and clarify ideas and concepts. c. Use appropriate knowledge of the
e. Provide a e. Provide a the relationships and varied transitions topic.
d. Use precise
concluding statement concluding statement among ideas and d. Use precise to link the major
language and domain-
or section related to or section related to concepts. language and domain- sections of the text, c. Use appropriate
specific vocabulary to
the information or the information or specific vocabulary to create cohesion, and and varied transitions
inform about or
explanation presented. explanation presented. d. Use precise inform about or clarify the and syntax to link the
explain the topic.
language and domain- explain the topic. relationships among major sections of the
specific vocabulary to complex ideas and text, create cohesion,
e. Establish and
inform about or e. Establish and concepts. and clarify the
maintain a formal
explain the topic. maintain a formal relationships among
style.
style. d. Use precise complex ideas and
e. Establish and language and domain- concepts.
f. Provide a
maintain a formal f. Provide a specific vocabulary to
concluding statement
style. concluding statement manage the d. Use precise
or section that follows
or section that follows complexity of the language, domain-
from the information
f. Provide a from and supports topic. specific vocabulary,
or explanation
concluding statement the information or and techniques such
presented.
or section that follows explanation e. Establish and as metaphor, simile,
from and supports presented. maintain a formal and analogy to
the information or style and objective manage the
explanation tone while attending complexity of the
presented. to the norms and topic.
conventions of the
discipline in which e. Establish and
they are writing. maintain a formal
style and objective
f. Provide a tone while attending
concluding statement to the norms and
or section that follows conventions of the
from and supports discipline in which
the information or they are writing.
explanation presented
(e.g., articulating f. Provide a
implications or the concluding statement
significance of the or section that follows
topic). from and supports
the information or
explanation presented
(e.g., articulating
implications or the
significance of the
topic).

3 Write narratives to Use a combination of Write narratives in Write narratives in Write narratives to Write narratives to Write narratives to Write narratives to Write narratives to Write narratives to Write narratives to Write narratives to
develop real or drawing, dictating, which they recount which they recount a develop real or develop real or develop real or develop real or develop real or develop real or develop real or develop real or
imagined
experiences or and writing to two or more well-elaborated event imagined experiences imagined experiences imagined experiences imagined experiences imagined experiences imagined experiences imagined experiences imagined experiences
events using narrate a single event appropriately or short sequence of or events using or events using or events using or events using or events using or events using or events using or events using
effective technique, or several loosely sequenced events, events, include details effective technique, effective technique, effective technique, effective technique, effective technique, effective technique, effective technique, effective technique,
well-chosen details, linked events, tell include some details to describe actions, descriptive details, descriptive details, descriptive details, relevant descriptive relevant descriptive relevant descriptive well-chosen details, well-chosen details,
and well-structured
event sequences. about the events in regarding what thoughts, and and clear event and clear event and clear event details, and well- details, and well- details, and well- and well-structured and well-structured
the order in which happened, use feelings, use temporal sequences. sequences. sequences. structured event structured event structured event event sequences. event sequences.
they occurred, and temporal words to words to signal event sequences. sequences. sequences.
provide a reaction to signal event order, order, and provide a a. Establish a a. Orient the reader a. Orient the reader a. Engage and orient a. Engage and orient
what happened. and provide some sense of closure. situation and by establishing a by establishing a a. Engage and orient a. Engage and orient a. Engage and orient the reader by setting the reader by setting
sense of closure. introduce a narrator situation and situation and the reader by the reader by the reader by out a problem, out a problem,
and/or characters; introducing a introducing a establishing a context establishing a context establishing a context situation, or situation, or
organize an event narrator and/or narrator and/or and introducing a and point of view and and point of view and observation, observation and its
sequence that unfolds characters; organize characters; organize narrator and/or introducing a introducing a establishing one or significance,
naturally. an event sequence an event sequence characters; organize narrator and/or narrator and/or multiple point(s) of establishing one or
that unfolds that unfolds an event sequence characters; organize characters; organize view, and introducing multiple point(s) of
b. Use dialogue and naturally. naturally. that unfolds naturally an event sequence an event sequence a narrator and/or view, and introducing
descriptions of and logically. that unfolds naturally that unfolds naturally characters; create a a narrator and/or
actions, thoughts, and b. Use dialogue and b. Use narrative and logically. and logically. smooth progression of characters; create a
feelings to develop description to develop techniques, such as experiences or events. smooth progression of
b. Use narrative
experiences and experiences and dialogue, description, b. Use narrative b. Use narrative experiences or events.
techniques, such as
events or show the events or show the and pacing, to techniques, such as techniques, such as b. Use narrative
dialogue, pacing, and
response of responses of develop experiences dialogue, pacing, and dialogue, pacing, techniques, such as b. Use narrative
description, to
characters to characters to and events or show description, to description, and dialogue, pacing, techniques, such as
develop experiences,
situations. situations. the responses of develop experiences, reflection, to develop description, dialogue, pacing,
events, and/or
characters to events, and/or experiences, events, reflection, and description,
characters.
c. Use temporal words c. Use a variety of situations. characters. and/or characters. multiple plot lines, to reflection, and
and phrases to signal transitional words develop experiences, multiple plot lines, to
c. Use a variety of
event order. and phrases to c. Use a variety of c. Use a variety of c. Use a variety of events, and/or develop experiences,
transition words,
manage the sequence transitional words, transition words, transition words, characters. events, and/or
phrases, and clauses
d. Provide a sense of of events. phrases, and clauses phrases, and clauses phrases, and clauses characters.
to convey sequence
closure. to manage the to convey sequence to convey sequence, c. Use a variety of
and signal shifts from
d. Use concrete words sequence of events. and signal shifts from signal shifts from one techniques to c. Use a variety of
one time frame or
and phrases and one time frame or time frame or setting sequence events so techniques to
setting to another.
sensory details to d. Use concrete words setting to another. to another, and show that they build on one sequence events so
convey experiences and phrases and the relationships another to create a that they build on one
d. Use precise words d. Use precise words
and events precisely. sensory details to among experiences coherent whole. another to create a
and phrases, relevant and phrases, relevant
convey experiences and events. coherent whole and
descriptive details, descriptive details,
e. Provide a and events precisely. d. Use precise words build toward a
and sensory language and sensory language
conclusion that d. Use precise words and phrases, telling particular tone and
to convey experiences to capture the action
follows from the e. Provide a and phrases, relevant details, and sensory outcome (e.g., a sense
and events. and convey
narrated experiences conclusion that descriptive details, language to convey a of mystery, suspense,
or events. follows from the experiences and and sensory language vivid picture of the growth, or
e. Provide a events.
narrated experiences to capture the action experiences, events, resolution).
conclusion that
or events. and convey setting, and/or
follows from the e. Provide a experiences and characters. d. Use precise words
narrated experiences conclusion that events. and phrases, telling
or events. follows from and e. Provide a details, and sensory
reflects on the e. Provide a conclusion that language to convey a
narrated experiences conclusion that follows from and vivid picture of the
or events. follows from and reflects on what is experiences, events,
reflects on the experienced, setting, and/or
narrated experiences observed, or resolved characters.
or events. over the course of the
narrative. e.Provide a
conclusion that
follows from and
reflects on what is
experienced,
observed, or resolved
over the course of the
narrative.

PRODUCTION and DISTRIBUTION of WRITING

4 Produce clear and Begins in grade 3. Begins in grade 3. Begins in grade 3. With guidance and Produce clear and Produce clear and Produce clear and Produce clear and Produce clear and Produce clear and Produce clear and
coherent writing in support from adults, coherent writing in coherent writing in coherent writing in coherent writing in coherent writing in coherent writing in coherent writing in
which the produce writing in which the which the which the which the which the which the which the
development, which the development and development and development, development, development, development, development,
organization, and development and organization are organization are organization, and organization, and organization, and organization, and organization, and
style are appropriate organization are appropriate to task, appropriate to task, style are appropriate style are appropriate style are appropriate style are appropriate style are appropriate
to task, purpose, and appropriate to task purpose, and purpose, and to task, purpose, and to task, purpose, and to task, purpose, and to task, purpose, and to task, purpose, and
audience. and purpose. (Grade audience. (Grade- audience. (Grade- audience. (Grade- audience. (Grade- audience. (Grade- audience. (Grade- audience. (Grade-
specific expectations specific expectations specific expectations specific expectations specific expectations specific expectations specific expectations specific expectations
for writing types are for writing types are for writing types are for writing types are for writing types are for writing types are for writing types are for writing types are
defined in standards defined in standards defined in standards defined in standards defined in standards defined in standards defined in standards defined in standards
1–3.) 1–3.) 1–3.) 1–3.) 1–3.) 1–3.) 1–3.) 1–3.)
.

5 Develop and With guidance and With guidance and With guidance and With guidance and With guidance and With guidance and With some guidance With some guidance With some guidance Develop and Develop and
strengthen writing as support from adults, support from adults, support from adults support from peers support from peers support from peers and support from and support from and support from strengthen writing as strengthen writing as
needed by planning, respond to questions focus on a topic, and peers, focus on a and adults, develop and adults, develop and adults, develop peers and adults, peers and adults, peers and adults, needed by planning, needed by planning,
revising, editing, and suggestions from respond to questions topic and strengthen and strengthen and strengthen and strengthen develop and develop and develop and revising, editing, revising, editing,
rewriting, or trying a peers and add details and suggestions from writing as needed by writing as needed by writing as needed by writing as needed by strengthen writing as strengthen writing as strengthen writing as rewriting, or trying a rewriting, or trying a
new approach. to strengthen writing peers, and add details revising and editing. planning, revising, planning, revising, planning, revising, needed by planning, needed by planning, needed by planning, new approach, new approach,
as needed. to strengthen writing and editing. (Editing and editing. (Editing editing, rewriting, or revising, editing, revising, editing, revising, editing, focusing on focusing on
as needed. for conventions for conventions trying a new rewriting, or trying a rewriting, or trying a rewriting, or trying a addressing what is addressing what is
should demonstrate should demonstrate approach. (Editing new approach. new approach, new approach, most significant for a most significant for a
command of command of for conventions (Editing for focusing on how well focusing on how well specific purpose and specific purpose and
Language standards Language standards should demonstrate conventions should purpose and audience purpose and audience audience. (Editing for audience. (Editing for
1-3 up to and 1-3 up to and command of demonstrate have been addressed. have been addressed. conventions should conventions should
including grade 3). including grade 4.) Language standards command of (Editing for (Editing for demonstrate demonstrate
1-3 up to and Language standards conventions should conventions should command of command of
including grade 5.) 1–3 up to and demonstrate demonstrate Language standards Language standards
including grade 6.) command of command of 1–3 up to and 1–3 up to and
Language standards Language standards including grades 9– including grades 11–
1–3 up to and 1–3 up to and 10.) 12.)
including grade 7.) including grade 8.)

6 Use technology, With guidance and With guidance and With guidance and With guidance and With some guidance With some guidance Use technology, Use technology, Use technology, Use technology, Use technology,
including the support from adults, support from adults, support from adults, support from adults, and support from and support from including the including the including the including the including the
Internet, to produce explore a variety of use a variety of digital use a variety of digital use technology to adults, use adults, use Internet, to produce Internet, to produce Internet, to produce Internet, to produce, Internet, to produce,
and publish writing digital tools to tools to produce and tools to produce and produce and publish technology, including technology, including and publish writing and publish writing and publish writing publish, and update publish, and update
and to interact and produce and publish publish writing, publish writing, writing (using the Internet, to the Internet, to as well as to interact and link to and cite and present the individual or shared individual or shared
collaborate with writing, including in including in including in keyboarding skills) as produce and publish produce and publish and collaborate with sources as well as to relationships between writing products, writing products in
others. collaboration with collaboration with collaboration with well as to interact and writing as well as to writing as well as to others; demonstrate interact and information and ideas taking advantage of response to ongoing
peers. peers. peers. collaborate with interact and interact and sufficient command of collaborate with efficiently as well as technology’s capacity feedback, including
others. collaborate with collaborate with keyboarding skills. others, including to interact and to link to other new arguments or
others; demonstrate others; demonstrate linking to and citing collaborate with information and to information.
sufficient command sufficient command of sources. others. display information
of keyboarding skills. keyboarding skills. flexibly and
dynamically.

RESEARCH TO BUILD AND PRESENT KNOWLEDGE

7 Conduct short as well Participate in shared Participate in shared Participate in shared Conduct short Conduct short Conduct short Conduct short Conduct short Conduct short Conduct short as well Conduct short as well
as more sustained research and writing research and writing research and writing research projects that research projects that research projects that research projects to research projects to research projects to as more sustained as more sustained
research projects
based on focused projects (e.g., explore projects (e.g., explore projects (e.g., read a build knowledge build knowledge use several sources to answer a question, answer a question, answer a question research projects to research projects to
questions, a number of books by a number of “how-to” number of books on a about a topic. through investigation build knowledge drawing on several drawing on several (including a self- answer a question answer a question
demonstrating a favorite author and books on a given topic single topic to of different aspects of through investigation sources and sources and generated question), (including a self- (including a self-
understanding of the express opinions and use them to write produce a report; a topic. of different aspects of refocusing the inquiry generating additional drawing on several generated question) generated question)
subject under
investigation. about them). a sequence of record science a topic. when appropriate. related, focused sources and or solve a problem; or solve a problem;
instructions). observations). questions for further generating additional narrow or broaden narrow or broaden
research and related, focused the inquiry when the inquiry when
investigation. questions that allow appropriate; appropriate;
for multiple avenues synthesize multiple synthesize multiple
of exploration. sources on the sources on the
subject, subject,
demonstrating demonstrating
understanding of the understanding of the
subject under subject under
investigation. investigation.

8 Gather relevant With guidance and With guidance and Recall information Recall information Recall relevant Recall relevant Gather relevant Gather relevant Gather relevant Gather relevant Gather relevant
information from support from adults, support from adults, from experiences or from experiences or information from information from information from information from information from information from information from
multiple print and recall information recall information gather information gather information experiences or gather experiences or gather multiple print and multiple print and multiple print and multiple authoritative multiple authoritative
digital sources, assess from experiences or from experiences or from provided from print and digital relevant information relevant information digital sources; assess digital sources, using digital sources, using print and digital print and digital
the credibility and gather information gather information sources to answer a sources; take brief from print and digital from print and digital the credibility of each search terms search terms sources, using sources, using
accuracy of each from provided from provided question. notes on sources and sources; take notes sources; summarize source; and quote or effectively; assess the effectively; assess the advanced searches advanced searches
source, and integrate sources to answer a sources to answer a sort evidence into and categorize or paraphrase paraphrase the data credibility and credibility and effectively; assess the effectively; assess the
the information while question. question. provided categories information, and information in notes and conclusions of accuracy of each accuracy of each usefulness of each strengths and
avoiding plagiarism. provide a list of and finished work, others while avoiding source; and quote or source; and quote or source in answering limitations of each
sources. and provide a list of plagiarism and paraphrase the data paraphrase the data the research question; source in terms of the
sources. providing basic and conclusions of and conclusions of integrate information task, purpose, and
bibliographic others while avoiding others while avoiding into the text audience; integrate
information for plagiarism and plagiarism and selectively to maintain information into the
sources. following a standard following a standard the flow of ideas, text selectively to
format for citation. format for citation. avoiding plagiarism maintain the flow of
and following a ideas, avoiding
standard format for plagiarism and
citation. overreliance on any
one source and
following a standard
format for citation.

9 Draw evidence from Begins in grade 4. Begins in grade 4. Begins in grade 4. Begins in grade 4. Draw evidence from Draw evidence from Draw evidence from Draw evidence from Draw evidence from Draw evidence from Draw evidence from
literary or literary or literary or literary or literary or literary or literary or literary or
informational texts to informational texts to informational texts to informational texts to informational texts to informational texts to informational texts to informational texts to
support analysis, support analysis, support analysis, support analysis, support analysis, support analysis, support analysis, support analysis,
reflection, and reflection, and reflection, and reflection, and reflection, and reflection, and reflection, and reflection, and
research. research.
 research. research. research. research. research. research.

a. Apply grade 4 a. Apply grade 5 a. Apply grade 6 a. Apply grade 7 a. Apply grade 8 a. Apply grades 9–10 a. Apply grades 11–12
Reading standards to Reading standards to Reading standards to Reading standards to Reading standards to Reading standards to Reading standards to
literature (e.g., literature (e.g., literary texts (e.g., literary texts (e.g., literature (e.g., literature (e.g., literature (e.g.,
“Describe in depth a “Compare and “Compare and “Compare and “Analyze how a “Analyze how an “Demonstrate
character, setting, or contrast two or more contrast texts in contrast a fictional modern work of author draws on and knowledge of
event in a story or characters, settings, different forms or portrayal of a time, fiction draws on transforms source eighteenth-,
drama, drawing on or events in a story or genres [e.g., stories place, or character themes, patterns of material in a specific nineteenth- and early-
specific details in the a drama, drawing on and poems; historical and a historical events, or character work [e.g., how twentieth-century
text [e.g., a specific details in the novels and fantasy account of the same types from myths, Shakespeare treats a foundational works of
character’s thoughts, text [e.g., how stories] in terms of period as a means of traditional stories, or theme or topic from American literature,
words, or actions].”). characters interact]”). their approaches to understanding how religious works such Ovid or the Bible or including how two or
similar themes and authors of fiction use as the Bible, including how a later author more texts from the
b. Apply grade 4 b. Apply grade 5 topics”). or alter history”). describing how the draws on a play by same period treat
Reading standards to Reading standards to material is rendered Shakespeare]”). similar themes or
informational texts informational texts b. Apply grade 6 new”). topics”).
(e.g., “Explain how an (e.g., “Explain how an Reading standards to b. Apply grade 7 b. Apply grades 9–10
author uses reasons author uses reasons literary nonfiction Reading standards to Reading standards to b. Apply grades 11–12
and evidence to and evidence to and/or informational literary nonfiction b. Apply grade 8 literary nonfiction Reading standards to
support particular support particular texts (e.g., “Trace and and/or informational Reading standards to and/or informational literary nonfiction
points in a text”). points in a text, evaluate the texts (e.g. “Trace and literary nonfiction texts (e.g., “Delineate and/or informational
identifying which argument and specific evaluate the and/or informational and evaluate the texts (e.g., “Delineate
reasons and evidence claims in a text, argument and specific texts (e.g., “Delineate argument and specific and evaluate the
support which distinguishing claims claims in a text, and evaluate the claims in a text, reasoning in seminal
point[s]”). that are supported by assessing whether the argument and specific assessing whether the U.S. texts, including
reasons and evidence reasoning is sound claims in a text, reasoning is valid and the application of
from claims that are and the evidence is assessing whether the the evidence is constitutional
not”). relevant and reasoning is sound relevant and principles and use of
sufficient to support and the evidence is sufficient; identify legal reasoning [e.g.,
the claims”). relevant and false statements and in U.S. Supreme
sufficient; recognize fallacious Court Case majority
when irrelevant reasoning”). opinions and dissents]
evidence is and the premises,
introduced”). purposes, and
arguments in works
of public advocacy
[e.g., The Federalist,
presidential
addresses]”).

RANGE of WRITING
 MCS Mississippi College and Career Readiness Standards Vertical Alignment
10 Write routinely over Begins in grade 3. Begins in grade 3. Begins in grade 3. Write routinely over Write routinely over Write routinely over Write routinely over Write routinely over Write routinely over Write routinely over Write routinely over
extended time frames extended time frames extended time frames extended time frames extended time frames extended time frames extended time frames extended time frames extended time frames
(time for research, (time for research, (time for research, (time for research, (time for research, (time for research, (time for research, (time for research, (time for research,
reflection, and reflection, and reflection, and reflection, and reflection, and reflection, and reflection, and reflection, and reflection, and
revision) and shorter revision) and shorter revision) and shorter revision) and shorter revision) and shorter revision) and shorter revision) and shorter revision) and shorter revision) and shorter
time frames (a single time frames (a single time frames (a single time frames (a single time frames (a single time frames (a single time frames (a single time frames (a single time frames (a single
sitting or a day or sitting or a day or sitting or a day or sitting or a day or sitting or a day or sitting or a day or sitting or a day or sitting or a day or sitting or a day or
two) for a range of two) for a range of two) for a range of two) for a range of two) for a range of two) for a range of two) for a range of two) for a range of two) for a range of
tasks, purposes, and discipline-specific discipline-specific discipline-specific discipline-specific discipline-specific discipline-specific tasks, purposes, and tasks, purposes, and
audiences. tasks, purposes, and tasks, purposes, and tasks, purposes, and tasks, purposes, and tasks, purposes, and tasks, purposes, and audiences. audiences.
audiences. audiences. audiences audiences. audiences. audiences.